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Findings highlight major challenges, concerns for PK–12 learners, and the pandemic’s distinctive clinical experience and skills, interpreted through Self-Determination Theory.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/student-teaching-during-the-covid-19-pandemic-navigating-being-both-student-and-teacher/591139/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/student-teaching-during-the-covid-19-pandemic-navigating-being-both-student-and-teacher/591139.png","ImageObject",300,407,{"name":42,"@type":43},"McQueen","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does the study examine about student teachers during the COVID-19 pandemic?","Question",{"text":63,"@type":64},"The study recounts and analyzes experiences of seven student teachers in their final year of teaching preparation, focusing on how switching to distance learning affected them as university students and as future teachers.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How did distance learning affect participants according to the findings?",{"text":68,"@type":64},"Participants reported significant challenges and worries for their PK–12 students. 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But there is a small group of candidates in higher education who had to balance both worlds: student teachers. This qualitative case study recounts the experiences of seven undergraduate and graduate students in the final year of their teaching preparation program during the COVID-19 Pandemic. Through these accounts, this study further analyzed and compared how switching to distance learning affected participants both as university students, as well as future teachers. These student teachers described the incredible challenges they encountered during this unique year, the worries they held for their PK–12 students, and the unique experiences and skills student teaching during a pandemic offered them. These student teachers’ experiences were also analyzed using SelfDetermination Theory’s components of relatedness, competence, and autonomy. Findings indicate that students, for the most part, felt related and autonomous but struggled more with feelings of mastery.  \nKeywords: teacher preparation programs, self-determination theory, COVID-19 Pandemic, clinical experience, student teaching, autonomy  \nAILACTE Journal 55  \nRalston and Blakely  \nStudent Teaching During the COVID-19 Pandemic: Navigating Being Both Student and Teacher  \nThe COVID-19 pandemic of 2020 and 2021 has been perhaps the largest disruption to educational systems internationally in history. At its peak in Spring, 2020, 99% of students in the world had been affected (Pokhrel & Chhetri, 2021). In addition, because PK-12 schools were required to shift suddenly to online, remote teaching, teachers bore a disproportionate brunt of this pandemic; suffering higher levels of stress, working additional hours, learning new distance learning platforms, and experiencing additional constraints on their time (Aperribai et al., 2020). One survey of more than 3,000 National Board certified teachers found that 75% of these teachers were working more hours, 80% found moving to online instruction to be a somewhat serious or very serious obstacle, and 50% reported feeling unprepared and in need of support (National Board for Professional Teaching Standards, 2020). These issues appeared to be exhibited across the PK-12 spectrum.  \nFurthermore, the impact on teachers’ mental health was also found in numerous studies. In one study of early childhood teachers, 38% described clinical levels of depression symptoms (Markowitz et al., 2020). Additionally, another study of secondary teachers found that 34% reported feeling anxious or very anxious during the pandemic; these experiences were worse for female teachers than for male teachers (Stachteas & Stachteas, 2020). Many teachers also reported stress and anxiety related to reduced incomes in their households, with one study finding 73% reported that it was at least somewhat difficult or more to now make ends meet in their household (Markowitz et al., 2020). Perhaps most disturbing, a year after the pandemic began, in April, 2021, 92% of teachers still reported that teaching was more stressful than prior to the pandemic, with 78% saying it was a lot or somewhat more stressful today than even one year ago, at the beginning of the pandemic (Kurtz, 2021).  \nLiterature Review: The Impacts of COVID-19 on Student Teachers  \nThe COVID-19 pandemic truly flipped the education world on its head, negatively affecting both teachers learning how to teach  \n56 AILACTE Volume XVIII 2021  \nStudent Teaching During the COVID-19 Pandemic  \nonline as well as students in trying to learn in a virtual world. But there was a small group of candidates in higher education that had to balance between both worlds: student teachers. Student teac","cbCaies3pJVngtDs","https://ap.wps.com/l/cbCaies3pJVngtDs","pdf",205653,25,"English","# Abstract\n# Literature Review: The Impacts of COVID-19 on Student Teachers\n# Purpose of this Study","[{\"question\":\"What does the study examine about student teachers during the COVID-19 pandemic?\",\"answer\":\"The study recounts and analyzes experiences of seven student teachers in their final year of teaching preparation, focusing on how switching to distance learning affected them as university students and as future teachers.\"},{\"question\":\"How did distance learning affect participants according to the findings?\",\"answer\":\"Participants reported significant challenges and worries for their PK–12 students. They generally felt related and autonomous but struggled more with feelings of mastery.\"},{\"question\":\"Which theoretical framework was used to analyze student teachers’ experiences?\",\"answer\":\"The experiences were analyzed using Self-Determination Theory’s components of relatedness, competence (mastery), and autonomy.\"}]","Student Teaching During the COVID-19 Pandemic - Navigating Being Both Student and Teacher | PDF",1792071205,63]